Teach-back method and brown bag review in the psychiatric population: An evidence-based practice project
Review TypeFaculty Approved: Degree-based Submission
Repository Posting Date2020-05-05T19:50:33Z
Author(s)Pfeiffer, Kori M.
Author DetailsKori M. Pfeiffer, DNP(c)
Lead Author Sigma AffliationTheta Tau
DNP Capstone Project
Level of EvidenceQuality Improvement
Research ApproachTranslational Research/Evidence-based Practice
KeywordsSubstance Abuse; Medication Adherence; Brown Bag Review; Teach-Back Method; Health Literacy
BACKGROUND: Investigators have recommended using the teach-back method (TBM) and brown bag review (BBR) to decrease medication errors and improve medication adherence among patients at all literacy levels. Unaddressed low health literacy levels have led to decreased medication adherence and increased medication errors. Medication non-adherence and misunderstanding affect 50% of individuals who suffer from a chronic illness, which impacts overall healthcare costs, quality of life, and sobriety. METHODS: Between October 2019 and February 2020, participants from an inpatient detoxification unit were enrolled in this evidence-based practice project, which was conducted during two sessions. Session 1 included a TBM session, and Session 2 included both a TBM session and a BBR session. The participants were evaluated by comparing their baseline and post-intervention medication errors and medication adherence scores. The errors were based on the participant’s prescribed treatment plan. Participants’ health literacy levels were measured using the Single Item Literacy Screener (SILS). Staff members were provided written and oral education related to the TBM. The perspectives of staff members were solicited using a self-administered, investigator-designed feedback questionnaire. RESULTS: Nineteen participants were initially enrolled with a 52.6% (n = 10) participant follow-up rate. The health literacy of participants ranged from high reading health literacy to limited reading health literacy. The median health literacy score using the SILS was a score of one, which was associated with high health literacy. The difference between participants’ Medication Adherence Rating Scale scores at baseline and post-intervention was significant (p = .039) using the Wilcoxon Signed-Rank Test. The difference between baseline and post-intervention errors was clinically significant but not statistically significant (p = .059) using the Wilcoxon Signed-Rank Test. CONCLUSION: The TBM session and BBR session resulted in a slight increase in median medication adherence scores and a decrease in the number of median medication errors. The overall health literacy score for the patient population indicated high reading health literacy in contrast with current literature suggesting the target population’s predisposition for limited and low health literacy. The patient participants reported high satisfaction with the TBM and BBR methods, and the direct-care staff members reported that the TBM is both feasible and sustainable.
Degree GrantorThe University of Toledo
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